Showing papers on "Identity (social science) published in 2017"

An Identity Based Approach to Social Enterprise

Abstract: Social enterprise has gained widespread acclaim as a tool for addressing social and environmental problems. Yet because social enterprises integrate social welfare and commercial logics, they face the challenge of pursuing frequently conflicting goals. Studies have begun to address how established social enterprises can manage these tensions, but we know little about how, why, and with what consequences social entrepreneurs mix competing logics as they create new organizations. To address this gap, we develop a theoretical model based in identity theory that helps to explain (1) how commercial and social welfare logics become relevant to entrepreneurship, (2) how different types of entrepreneurs perceive the tension between these logics, and (3) what implications this has for how entrepreneurs recognize and develop social enterprise opportunities. Our approach responds to calls from organizational and entrepreneurship scholars to extend existing frameworks of opportunity recognition and development to bet...

Gender and Dialect Bias in YouTube’s Automatic Captions

Abstract: This project evaluates the accuracy of YouTube’s automatically-generated captions across two genders and five dialect groups. Speakers’ dialect and gender was controlled for by using videos uploaded as part of the “accent tag challenge”, where speakers explicitly identify their language background. The results show robust differences in accuracy across both gender and dialect, with lower accuracy for 1) women and 2) speakers from Scotland. This finding builds on earlier research finding that speaker’s sociolinguistic identity may negatively impact their ability to use automatic speech recognition, and demonstrates the need for sociolinguistically-stratified validation of systems.

Intersectional HCI: Engaging Identity through Gender, Race, and Class

Abstract: Understanding users becomes increasingly complicated when we grapple with various overlapping attributes of an individual's identity. In this paper we introduce intersectionality as a framework for engaging with the complexity of users' "and authors" "identities", and situating these identities in relation to their contextual surroundings. We conducted a meta-review of identity representation in the CHI proceedings, collecting a corpus of 140 manuscripts on gender, ethnicity, race, class, and sexuality published between 1982-2016. Drawing on this corpus, we analyze how identity is constructed and represented in CHI research to examine intersectionality in a human-computer interaction (HCI) context. We find that previous identity-focused research tends to analyze one facet of identity at a time. Further, research on ethnicity and race lags behind research on gender and socio-economic class. We conclude this paper with recommendations for incorporating intersectionality in HCI research broadly, encouraging clear reporting of context and demographic information, inclusion of author disclosures, and deeper engagement with identity complexities.

Thinking together: What makes Communities of Practice work?

Abstract: In this article, we develop the founding elements of the concept of Communities of Practice by elaborating on the learning processes happening at the heart of such communities. In particular, we provide a consistent perspective on the notions of knowledge, knowing and knowledge sharing that is compatible with the essence of this concept – that learning entails an investment of identity and a social formation of a person. We do so by drawing richly from the work of Michael Polanyi and his conception of personal knowledge, and thereby we clarify the scope of Communities of Practice and offer a number of new insights into how to make such social structures perform well in professional settings. The conceptual discussion is substantiated by findings of a qualitative empirical study in the UK National Health Service. As a result, the process of ‘thinking together’ is conceptualized as a key part of meaningful Communities of Practice where people mutually guide each other through their understandings of the same problems in their area of mutual interest, and this way indirectly share tacit knowledge. The collaborative learning process of ‘thinking together’, we argue, is what essentially brings Communities of Practice to life and not the other way round.

Guidance on the identity, characterisation and conditions of use of feed additives.

Abstract: [Table: see text]. Abstract This guidance document is intended to assist the applicant in the preparation and the presentation of an application, as foreseen in Article 7.6 of Regulation (EC) No 1831/2003, for the authorisation of additives for use in animal nutrition. It specifically covers the identity, characterisation and conditions of use of the additives.

The multisensory basis of the self: From body to identity to others

Abstract: By grounding the self in the body, experimental psychology has taken the body as the starting point for a science of the self. One fundamental dimension of the bodily self is the sense of body owne...

Four ethical priorities for neurotechnologies and AI

Abstract: Artificial intelligence and brain–computer interfaces must respect and preserve people's privacy, identity, agency and equality, say Rafael Yuste, Sara Goering and colleagues.

User Identity Linkage across Online Social Networks: A Review

Abstract: The increasing popularity and diversity of social media sites has encouraged more and more people to participate on multiple online social networks to enjoy their services. Each user may create a user identity, which can includes profile, content, or network information, to represent his or her unique public figure in every social network. Thus, a fundamental question arises -- can we link user identities across online social networks? User identity linkage across online social networks is an emerging task in social media and has attracted increasing attention in recent years. Advancements in user identity linkage could potentially impact various domains such as recommendation and link prediction. Due to the unique characteristics of social network data, this problem faces tremendous challenges. To tackle these challenges, recent approaches generally consist of (1) extracting features and (2) constructing predictive models from a variety of perspectives. In this paper, we review key achievements of user identity linkage across online social networks including stateof- the-art algorithms, evaluation metrics, and representative datasets. We also discuss related research areas, open problems, and future research directions for user identity linkage across online social networks.

Leadership and followership identity processes: A multilevel review ☆

Abstract: A growing body of leadership literature focuses on leader and follower identity dynamics, levels, processes of development and outcomes Despite the importance of the phenomena, there has been surprisingly little effort to systematically review the widely dispersed literature on leader and follower identity In this review we map existing studies on a multilevel framework that integrates levels-of-the self (individual, relational and collective) with the levels-of-analysis (intrapersonal, interpersonal and group) on which leader or follower identity work takes place We also synthesize work from multiple research paradigms, such as social psychology experimental studies, narrative accounts of leaders' identity work and field studies on antecedents, outcomes, mediating mechanisms and boundary conditions Finally, we outline implications for leadership development and call attention to key themes we see ripe for future research

Illusions of Immortality: A Psychology of Fame and Celebrity

Abstract: Acknowledgements List of Tables Introduction: Defining Fame and Celebrity 'Mad for Noblesse': Fame Through History The Quest for Fame Fame and the 'General Public' Identity Crises: The Perils of 'Authenticity' The Problems of Being Famous A Taxonomy of Fame Beyond Parasocial Interaction: Fans and Stalkers Postscript: The Future of Celebrity

Introduction: Identity, Transdisciplinarity, and the Good Language Teacher

Abstract: What constitutes a 'good teacher' and 'good teaching' has come under much scrutiny in an age of globalization, transnationalism, and increased demands for accountability. It is against this evolving landscape and the pathbreaking work of the Douglas Fir Group (DFG, 2016) that this special issue engages the following two broad questions: (a) In what ways is language teaching 'identity work'? and (b) To what extent does a transdisciplinary approach to language learning and teaching offer insight into language teacher identity? We begin this Introduction with a discussion on identity research in second language acquisition and applied linguistics, and then address innovations in language teacher identity research, exploring how this work has been advanced methodologically through narratives, discourse analysis, and an ethical consideration of research practices. We then consider how the transdisciplinary framework of the DFG, and its focus on macro, meso, and micro dimensions of language learning at the ideological, institutional, and classroom levels, respectively, might contribute to our understanding of language teacher identity. In the final section, we argue that the host of complementary theories adopted by the six contributors supports the view that a transdisciplinary approach to language teacher identity is both productive and desirable. Further, the contributors advance the language teacher identity research agenda by taking into consideration (a) how teacher identity intersects with the multilingual (Higgins and Ponte) and translingual (Zheng) realities of contemporary classrooms, (b) the investment of teachers in developing the semiotic repertoires of learners (Stranger-Johannessen and Norton) and a socially inclusive learning environment (Barkhuizen), and (c) the emotions (Wolff and De Costa) and ethical practices (Miller, Morgan, and Medina) of teachers. Central to all articles in this special issue is the need to recognize the rich linguistic and personal histories that language teachers bring into the classroom in order to promote effective language learning. [ABSTRACT FROM AUTHOR]

Attitude roots and Jiu Jitsu persuasion: Understanding and overcoming the motivated rejection of science.

Abstract: There is a worryingly large chasm between scientific consensus and popular opinion. Roughly one third of Americans are skeptical that humans are primarily responsible for climate change; rates of some infectious diseases are climbing in the face of anti-immunization beliefs; and significant numbers of the population worldwide are antievolution creationists. It is easy to assume that resistance to an evidence-based message is a result of ignorance or failure to grasp evidence (the "deficit model" of science communication). But increasingly, theorists understand there are limits to this approach, and that if people are motivated to reject science, then repeating evidence will have little impact. In an effort to create a transtheoretical language for describing these underlying motivations, we introduce the notion of "attitude roots." Attitude roots are the underlying fears, ideologies, worldviews, and identity needs that sustain and motivate specific "surface" attitudes like climate skepticism and creationism. It is the antiscience attitude that people hear and see, but it is the attitude root-what lies under the surface-that allows the surface attitudes to survive even when they are challenged by evidence. We group these attitude roots within 6 themes-worldviews, conspiratorial ideation, vested interests, personal identity expression, social identity needs, and fears and phobias-and review literature relevant to them. We then use these insights to develop a "jiu jitsu" model of persuasion that places emphasis on creating change by aligning with (rather than competing with) these attitude roots. (PsycINFO Database Record

The Pivot: How Founders Respond to Feedback through Idea and Identity Work

Abstract: Efforts to incorporate external feedback are central to the process of entrepreneurship and to that of creative work more broadly, yet, because individuals may view aspects of their creative ideas ...

Sharenting, parent blogging, and the boundaries of the digital self

Abstract: This article asks whether “sharenting” (sharing representations of one’s parenting or children online) is a form of digital self-representation. Drawing on interviews with 17 parent bloggers, we explore how parents define the borders of their digital selves and justify what is their “story to tell.” We find that bloggers grapple with profound ethical dilemmas, as representing their identities as parents inevitably makes public aspects of their children’s lives, introducing risks that they are, paradoxically, responsible for safeguarding against. Parents thus evaluate what to share by juggling multiple obligations—to themselves, their children in the present and imagined into the future, and to their physical and virtual communities. The digital practices of representing the relational self are impeded more than eased by the individualistic notion of identity instantiated by digital platforms, thereby intensifying the ambivalence of both parents and the wider society in judging emerging genres of b...

Wrestling with the Social Value of Heritage: Problems, Dilemmas and Opportunities

Abstract: In this article I consider the problems, dilemmas and opportunities surrounding approaches to social value in heritage conservation and management. Social value encompasses the significance of the historic environment to contemporary communities, including people's sense of identity, belonging and place, as well as forms of memory and spiritual association. These are fluid, culturally specific forms of value created through experience and practice. Furthermore, whilst some align with authorized heritage discourses, others are created through unofficial and informal modes of engagement. I argue that traditional, expert-driven modes of significance assessment fail to capture the dynamic, iterative and embodied nature of social value. Social research methods, such as qualitative interviewing and rapid ethnographic assessment, are more suited to assessing social values. However, these are best combined with community participatory practices, if we wish to capture the fluid processes of valuing the historic en...

Identity Work and Organizational Identification

Abstract: In this paper, I analyse five approaches to identity work – discursive, dramaturgical, symbolic, socio-cognitive, and psychodynamic – and show how these are helpful in exploring the ways people draw on their membership of organizations in their constructions of self, processes generally referred to as organizational identification. Collectively, these approaches constitute a distinctive perspective on identities and identifications which suggests that they are ‘worked on’ by embedded social actors who are both constrained and enabled by context. In so doing, I draw attention to issues of agency and process, the always dynamic and complex, often fractured, and sometimes contradictory nature of identities and identifications, and raise a series of issues and questions for further research.

Voices of the Mind: Hegemonic Masculinity and Others in Mind during Young Men’s Sexual Encounters

Abstract: Very little research has examined what goes on in the minds of young men during sex. Such an exploration might reveal gender-normative discourses as well as challenges to such. This discourse analy...

Misconceptions, Misinformation, and the Logic of Identity-Protective Cognition

Abstract: This paper supplies a compact synthesis of the empirical literature on misconceptions of and misinformation about decision-relevant science. The incidence and impact of misconceptions and misperceptions, the article argues, are highly conditional on identity protective cognition. Identity protective cognition refers to the tendency of culturally diverse individuals to selectively credit and dismiss evidence in patterns that reflect the beliefs that predominate in their group. On issues that provoke identity-protective cognition, the members of the public most adept at avoiding misconceptions of science are nevertheless the most culturally polarized. Individuals are also more likely to accept misinformation and resist the correction of it when that misinformation is identity-affirming rather than identity-threatening. Effectively counteracting these dynamics, the paper argues, requires more than simply supplying citizens with correct information. It demands in addition the protection of the science communication environment from toxic social meanings that fuse competing understandings of fact with diverse citizens’ cultural identities.

The Rise of “Localism” and Civic Identity in Post-handover Hong Kong: Questioning the Chinese Nation-state

Abstract: While it was traditionally accepted that Hongkongers shared a form of pan-Chinese cultural identification that did not contradict their local distinctiveness, over the last decade Hong Kong has seen the rise of new types of local identity discourses. Most recently, “localists” have been a vocal presence. Hong Kong has – quite unexpectedly – developed a strong claim for self-determination. But how new is “localism” with respect to the more traditional “Hong Kong identity” that appeared in the 1970s? The present study takes a two-dimensional approach to study these discourses, examining not only their framework of identification (local versus pan-Chinese) but also their mode of identification (ethno-cultural versus civic). Using three case studies, the June Fourth vigil, the 2012 anti-National Education protest and the 2014 Umbrella movement, it distinguishes between groups advocating civic identification with the local community (Scholarism, HKFS) and others highlighting ethnic identification (Chin Wan). It argues that while local and national identification were traditionally not incompatible, the civic-based identification with a local democratic community, as advocated by most participants in recent movements, is becoming increasingly incompatible with the ethnic and cultural definition of the Chinese nation that is now being promoted by the Beijing government.

Reconceptualising the role of teachers as assessors: teacher assessment identity

Abstract: Teachers’ capabilities to conduct classroom assessment and use assessment evidence are central to quality assessment practice, traditionally conceptualised as assessment literacy. In this paper we present, firstly, an expanded conceptualisation of teachers’ assessment work. Drawing on research on teacher identity, we posit that teachers’ identity as professionals, beliefs about assessment, disposition towards enacting assessment, and perceptions of their role as assessors are all significant for their assessment work. We term this reconceptualisation Teacher Assessment Identity (TAI). Secondly, in support of this conceptual work, we present findings from a systematic review of self-report scales on teacher assessment literacy and teacher identity related to assessment. The findings demonstrate that such scales and previous research exploring teacher assessment practices have paid limited attention to what we identify as essential and broader dimensions of TAI. We share our reconceptualisation and analyses to encourage others to consider teacher assessment work more broadly in their research.

Developing pre-professional identity in undergraduates through work-integrated learning

Abstract: Pre-professional identity is a complex phenomenon spanning awareness of and connection with the skills, qualities, behaviours, values and standards of a student’s chosen profession, as well as one’s understanding of professional self in relation to the broader general self. It is an important, yet under-explored, aspect of graduate employability and can influence academic success, well-being and productivity. This study investigates the role of Work-Integrated Learning (WIL), more specifically work placements, in developing pre-professional identity among undergraduates. It uses qualitative data, in the form of structured reflections, gathered over two time periods from 105 business students in a Western Australian university. Findings indicate that work placements can offer a valuable platform for fostering identity construction. Students use the experience to make sense of their intended profession through observing, questioning and interacting with seasoned professionals. Appraising and reflecting on their experience, through learning activities and assessment, are highlighted as important elements of placement design and critical for students to question and make sense of what they observed and learned. Strategies are presented for industry and education practitioners to enhance pre-professional identity development among undergraduates. The study underlines the important role of work placements in preparing students for graduate-level employment, beyond the traditional focus on non-technical skill development and the application of disciplinary knowledge.

Identity Formation in Adolescence: The Dynamic of Forming and Consolidating Identity Commitments

Abstract: The biological, cognitive, and social changes that occur in adolescence stimulate young people to think about themselves, reflect on the kind of people they want to become, and find their place in society. Traditionally, these changes have been explained by Erikson's theory and Marcia's identity status model, but process-oriented models of identity provide new insights. In particular, dual-cycle models, such as the three-factor identity model, focus on the dynamic process by which young people iteratively form and maintain their identity over time. This iterative process is captured by the interplay of commitment, in-depth exploration, and reconsideration of commitment, as well as by distinct identity statuses. Furthermore, the extent to which adolescents find a stable identity is intertwined strongly with their psychosocial functioning and well-being.

Social Identity, Self-Esteem, and Mental Health in Autism

Abstract: We investigated Autism social identity and mental health in autistic people. Autistic people have social and communication deficits, and experience social stigma—factors that could interfere with the development of positive social identity. Indeed, autistic participants (N = 272) had significantly lower personal self-esteem, and higher levels of depression and anxiety than typically developing controls (N = 267). Autism social identification was positively associated with personal self-esteem, and this relationship was mediated by collective self-esteem (perceived positivity of Autism identity). Furthermore, there were significant negative indirect effects between Autism identification and anxiety, and between Autism identification and depression, through increases in collective self-esteem and personal self-esteem. Thus, while autistic participants reported poorer mental health than average, having a positive Autism social identity appeared to offer a protective mechanism. This implies that to improve mental health in the Autism population, clinical approaches should aim to facilitate development of positive Autism identities.

Ontological security, self-articulation and the securitization of identity:

Abstract: The concept of ontological security has made increasing headway within International Relations, in particular through its ability to offer alternative explanations of the forces underpinning security dilemmas and conflict in world politics. While welcoming the insights already provided by its application, this article argues that the concept’s use to date has been too much geared to questions of identity-related stability, with change viewed as disturbing and anxiety-inducing. In contrast, the article calls for a more open understanding that: (i) links ontological security to reflexivity and avoids collapsing together the concepts of self, identity and ontological security; (ii) avoids privileging securitization over desecuritization as a means for generating ontological security; and (iii) opens out the concept beyond a narrow concern with questions of conflict and the conduct of violence more towards the theorization of positive change.